elearning_articles

Letter to the Editor- "A machine-learning-derived online prediction model for depression risk in COPD patients: A retrospective cohort study from CHARLS".

Thu, 01 Jan 2026 05:00:00 +0000

Journal of Affective Disorders; 01/01/2026
(AN 188595545); ISSN: 01650327
CINAHL Complete

Digital health education in Australian universities: Trends, gaps, and future directions.

Thu, 01 Jan 2026 05:00:00 +0000

International Journal of Medical Informatics; 01/01/2026
(AN 188685734); ISSN: 13865056
CINAHL Complete

Digital twin learning health systems and multimodal biomarkers transform pain care.

Sun, 02 Nov 2025 04:00:00 +0000

PAIN; 11/02/2025
(AN 188654333); ISSN: 03043959
CINAHL Complete

Designing, Developing and Examining the Effectiveness of a Machine Learning–Based Mobile Recommendation System for Parents' Digital Parenting Skills.

Sat, 01 Nov 2025 04:00:00 +0000

Child & Family Social Work; 11/01/2025
It is of paramount importance that children are equipped with the requisite digital parenting skills to protect them from the risks and threats that they may encounter in the digital environment while also enabling them to seize the opportunities that the digital realm presents. Mobile recommendation systems (MRS) represent a significant intervention for the development of digital parenting competencies among adults. Nevertheless, there is no evidence in the literature of any attempt to develop the system. The objective of this study is to examine the process of developing an MRS for parents' digital parenting skills and to evaluate the effectiveness of the developed system through a pilot study. The study employed the developmental research Type 1 model. The study was structured in three stages: the design of the MRS, the development of the recommendation system (RS) and the pilot study. In order to facilitate the development of the MRS, three distinct working groups were established. The research yielded several key findings. Primarily, it established the theoretical foundation of the MRS, delineated the design principles to be considered in system design and elucidated their application in the system. Additionally, it identified the essential components and functions that should be incorporated into the system. In light of the expert opinions on compliance with andragogical principles, it was observed that the consideration of environmental factors emerged as a prominent theme. It was observed that the experts assigned the highest suitability scores to fault tolerance, low physical effort and an instructional environment in the system design. The system was found to be effective in terms of redundancy, sound and picture quality for all content titles and multimedia principles. The findings of this study indicate that the MRS may be an effective tool for fostering digital parenting skills. However, further research is necessary to develop age‐appropriate measures and to assess the long‐term impact of the system.
(AN 188520392); ISSN: 13567500
CINAHL Complete

A Collaborative Online International Learning Experience for Doctoral Nursing Students and Faculty From Three Countries: Reshaping the Educational Landscape.

Sat, 01 Nov 2025 04:00:00 +0000

Nursing Education Perspectives (Wolters Kluwer Health); 11/01/2025
The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process. Students, mentored by course faculty, completed the assignment, a 10-minute presentation and reflections. Positive trends in intercultural sensitivity scores were observed, highlighting exposure to a new teaching platform, global health issues, and the value of faculty mentorship. While challenges existed, successful collaborations could thrive even during a pandemic.
(AN 188750117); ISSN: 15365026
CINAHL Complete

Synchronous Online Learning: Cameras On or Off?

Sat, 01 Nov 2025 04:00:00 +0000

Nursing Education Perspectives (Wolters Kluwer Health); 11/01/2025
(AN 188750119); ISSN: 15365026
CINAHL Complete

Comparative study on the effectiveness of silicone and polyester-plastinated bovine brains for face-to-face and online neuroanatomy education

Thu, 23 Oct 2025 08:18:44 +0000

Author Names: Yunus H.A.,Batur B.,Bakici C.,Ekim O.,Cakir A.,Tunali S.

Database Source: Embase Daily Updates

Journal Title: Anatomical sciences education

Article Title: Comparative study on the effectiveness of silicone and polyester-plastinated bovine brains for face-to-face and online neuroanatomy education

Year: 2025

Issue:

Volume:

Abstract: Anatomy is regarded as one of the most essential and challenging courses in veterinary medicine. The study evaluated the student perceptions of silicone and polyester-plastinated cattle brains in both face-to-face and online neuroanatomy education. A total of six cattle heads were collected from a slaughterhouse, processed using four plastination steps. These specimens were evaluated by 240 first-year veterinary students (from 248 enrolled), with 108 participating in face-to-face evaluation and 132 completing online evaluations of the specimens. The online survey for the assessments revealed that 75.9% of face-to-face participants strongly agreed that anatomical structures were well represented in silicone-plastinated whole brains (mean score: 4.7, SD: 0.6). Sliced silicone plastinates achieved 71.3% agreement on providing enhanced contrast between gray and white matter (mean score: 4.57, SD: 0.8). Polyester plastinates also demonstrated high clarity, with 62% of face-to-face respondents strongly agreeing on their improved differentiation of gray and white matter (mean score: 4.38, SD: 0.95). Students appreciated the odorless, durable, and nontoxic nature of plastinated specimens. Limitations included reduced tactile resemblance (mean score: 2.19) and natural color fidelity (mean score: 2.74). Despite these drawbacks, 69.4% of face-to-face students strongly supported incorporating plastinated specimens alongside cadaveric materials in anatomy courses. Plastinated cattle brain specimens demonstrated excellent anatomical detail and usability, making them valuable resources for anatomy education. The findings support their use in both face-to-face and online teaching environments as preferred alternatives or complements to traditional formalin-preserved specimens. Copyright © 2025 American Association for Anatomy.

Enhancing Patient Education with AI: A Readability Analysis of AI-Generated Versus American Academy of Ophthalmology Online Patient Education Materials

Thu, 23 Oct 2025 08:18:44 +0000

Author Names: Kufta A.Y.,Djalilian A.R.

Database Source: Embase Daily Updates

Journal Title: Journal of Clinical Medicine

Article Title: Enhancing Patient Education with AI: A Readability Analysis of AI-Generated Versus American Academy of Ophthalmology Online Patient Education Materials

Year: 2025

Issue: 19

Volume: 14

Abstract: Background/Objectives: Patient education materials (PEMs) in ophthalmology often exceed recommended readability levels, limiting accessibility for many patients. While organizations like the AAO provide relatively easy-to-read resources, topics remain limited, and other associations' PEMs are too complex. AI chatbots could help clinicians create more comprehensive, accessible PEMs to improve patient understanding. This study aims to compare the readability of patient education materials (PEMs) written by the American Academy of Ophthalmology (AAO) with those generated by large language models (LLMs), including ChatGPT-4o, Microsoft Copilot, and Meta-Llama-3.1-70B-Instruct. Method(s): LLMs were prompted to generate PEMs for 15 common diagnoses relating to cornea and anterior chamber, which was followed by a follow-up readability-optimized (FRO) prompt to reword the content at a 6th-grade reading level. The readability of these materials was evaluated using nine different readability analysis python libraries and compared to existing PEMs found on the AAO website. Result(s): For all 15 topics, ChatGPT, Copilot, and Llama successfully generated PEMs, though all exceeded the recommended 6th-grade reading level. While initially prompted ChatGPT, Copilot, and Llama outputs were 10.8, 12.2, and 13.2, respectively, FRO prompting significantly improved readability to 8.3 for ChatGPT, 11.2 for Copilot, and 9.3 for Llama (p < 0.001). While readability improved, AI-generated PEMs were on average, not statistically easier to read than AAO PEMs, which averaged an 8.0 Flesch-Kincaid Grade Level. Conclusion(s): Properly prompted AI chatbots can generate PEMs with improved readability, nearing the level of AAO materials. However, most outputs remain above the recommended 6th-grade reading level. A subjective analysis of a representative subtopic showed that compared to AAO, there was less nuance, especially in areas of clinical uncertainty. By creating a blueprint that can be utilized in human-AI hybrid workflows, AI chatbots show promise as tools for ophthalmologists to increase the availability of accessible PEMs in ophthalmology. Future work should include a detailed qualitative review by ophthalmologists using a validated tool (like DISCERN or PEMAT) to score accuracy, bias, and completeness alongside readability. Copyright © 2025 by the authors.

Digital twin learning health systems and multimodal biomarkers transform pain care

Wed, 22 Oct 2025 08:21:18 +0000

Author Names: Mackey S.,Darnall B.,Kao M.-C.

Database Source: Embase Daily Updates

Journal Title: Pain

Article Title: Digital twin learning health systems and multimodal biomarkers transform pain care

Year: 2025

Issue: 11

Volume: 166

Abstract: ABSTRACT: Despite scientific advances, pain care remains fragmented, inaccessible, and imprecise. We propose a future in which Digital Twin Learning Health Systems (DT-LHS) transform pain management by integrating multimodal biomarkers, real-time data streams, and adaptive learning loops to personalize care. These systems simulate individual trajectories, forecast treatment responses, and update continuously based on outcomes. CHOIR, an open-source informatics platform, operationalizes this vision, turning routine clinical care into a scalable, continuously improving experiment. By merging biological insight with dynamic modeling and real-world feedback, DT-LHS offers a path toward truly personalized, responsive, accessible, and equitable pain care. Copyright © 2025 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the International Association for the Study of Pain.

From pandemic to earthquakes: crisis-driven challenges in distance anatomy education

Wed, 22 Oct 2025 08:21:18 +0000

Author Names: Karakas A.B.

Database Source: Embase Daily Updates

Journal Title: BMC medical education

Article Title: From pandemic to earthquakes: crisis-driven challenges in distance anatomy education

Year: 2025

Issue: 1

Volume: 25

Abstract: PURPOSE: Distance anatomy education has gained increasing relevance due to global crises such as the COVID-19 pandemic and natural disasters, including the 2023 Kahramanmaras earthquakes. These disruptions have raised concerns regarding student motivation, accessibility, and the overall effectiveness of online learning. This study explores vocational health sciences students' perceptions of distance anatomy education, with a focus on engagement, learning outcomes, and accessibility. METHOD(S): This cross-sectional study, conducted at the Ataturk Vocational School of Health Services, Kafkas University, included 748 students from four health-related programs. Theoretical anatomy education was delivered synchronously via Microsoft Teams, while practical Components were provided asynchronously through a dedicated YouTube channel. Using a validated 50-item survey, this study examined students' motivation, perceptions of anatomy's importance, course adequacy, accessibility, and effectiveness of distance education. RESULT(S): Motivation levels varied significantly across departments, with Home Patient Care students reporting the highest engagement. Male students perceived distance education as more effective than female students, while students living at home had better accessibility and learning experiences than dormitory residents. The YouTube channel played a crucial role in supporting practical anatomy education. Correlation analysis revealed strong associations between accessibility, motivation, and perceived effectiveness. CONCLUSION(S): The study highlights the need for blended learning models, digital infrastructure improvements, and interactive strategies to enhance distance anatomy education. Future research should explore hybrid approaches integrating hands-on components and advanced digital tools to optimize learning outcomes. Copyright © 2025. The Author(s).

Based on digital intelligence: teaching innovation and practice of veterinary internal medicine in China's southwest frontier

Tue, 21 Oct 2025 08:23:05 +0000

Author Names: Li M.,Wang X.,Du Y.,Zhang H.,Liao B.

Database Source: Embase Daily Updates

Journal Title: Frontiers in Veterinary Science

Article Title: Based on digital intelligence: teaching innovation and practice of veterinary internal medicine in China's southwest frontier

Year: 2025

Issue:

Volume: 12

Abstract: Veterinary internal medicine is a core discipline in animal medicine, crucial for advancing the livestock industry. Nevertheless, conventional teaching methods often suffer from fragmented content, inadequate clinical exposure, and a disconnect from industry requirements. In response, reforms guided by the principle of "integrating knowledge with practice and harmonizing learning with application" are increasingly adopting digital and intelligent technologies. Key innovations include the use of AI-based knowledge graphs to reorganize curricula into a three-phase virtual-real closed-loop system, enabling blended online-offline instruction. This structure supports the integration of theoretical learning, virtual simulation, and clinical application through case analyses, practical exercises, and collaborative discussions. Additionally, virtual simulation platforms and academic-industry partnerships provide holistic training via intelligent case studies and realistic scenario simulations, enhancing clinical reasoning and operational skills. A multidimensional dynamic assessment system has also been introduced, incorporating process-oriented and multi-source evaluations. This system blends online and offline components, integrates corporate feedback, embeds public health and ideological education, and employs blockchain-based micro-credentials to certify competencies. These developments contribute to improved diagnostic decision-making and professional aptitude, while also facilitating the digital transformation of the livestock sector by cultivating skilled, innovative practitioners. Copyright © 2025 Li, Wang, Du, Zhang and Liao.

Enhancing academic engagement through online team-based learning: a longitudinal study in nursing education.

Tue, 21 Oct 2025 04:00:00 +0000

BMC Nursing; 10/21/2025
Background: The rapid advancement of technology and expansion of online learning environments require innovative educational methods tailored to digital contexts. Team-based learning (TBL) has shown promise in promoting engagement and collaborative problem solving; however, its long-term effectiveness in relation to online platforms, especially in emergency nursing education, remains underexplored. This study aimed to evaluate the effects of online TBL on academic self-efficacy, learning immersion, and learning interest among nursing students. Methods: A total of 91 nursing students were randomly assigned to either an experimental group (n = 46), which participated in TBL via an online collaboration platform, or a control group (n = 45), which used traditional paper-based TBL. Data were collected at three time points—baseline (pre-test), four weeks, and eight weeks post-intervention—using validated structured questionnaires. Repeated measures analysis of variance (ANOVA) was used to analyze changes over time. Results: No statistically significant differences were observed between the groups at baseline and after four weeks. However, at eight weeks, the experimental group showed significantly higher scores for academic self-efficacy (t = 2.09, p = 0.039), learning immersion (t = 2.30, p = 0.024), and learning interest (t = 2.85, p = 0.006) than the control group. These findings indicate that the benefits of digital TBL emerge over time. Conclusions: Online TBL effectively enhances the academic self-efficacy, engagement, and motivation of nursing students. The use of digital platforms enables real-time collaboration regardless of geographic location. Future strategies should incorporate peer interaction and scaffolded tasks to promote active learning in healthcare education.
(AN 188797607); ISSN: 14726955
CINAHL Complete

Mindfulness and problematic smartphone use: indirect and conditional associations via self-regulated learning and digital detox

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Aldbyani A.,Chuanxia Z.,Alhimaidi A.,Li Y.

Database Source: Embase Daily Updates

Journal Title: BMC psychology

Article Title: Mindfulness and problematic smartphone use: indirect and conditional associations via self-regulated learning and digital detox

Year: 2025

Issue: 1

Volume: 13

Abstract:

A study of the impact of social presence on college students' learning satisfaction in online learning contexts: a chain-mediated model

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Liang Y.,Ren L.

Database Source: Embase Daily Updates

Journal Title: BMC psychology

Article Title: A study of the impact of social presence on college students' learning satisfaction in online learning contexts: a chain-mediated model

Year: 2025

Issue: 1

Volume: 13

Abstract: Online learning is rapidly evolving and gaining popularity due to its flexibility in both time and space. College students' learning satisfaction is regarded as a key criterion for assessing the learning effect of online courses, and it is closely related to the quality of online courses and learners' behavior. This study recruited 206 college students with online course experience to examine the effect of social presence on learning satisfaction. Academic emotions and self-efficacy were incorporated into the research model to explore the underlying mechanisms linking social presence and learning satisfaction, leading to the following conclusions: social presence was significantly and positively associated with college student' learning satisfaction; positive academic emotions and self-efficacy were significantly and positively associated with college students' learning satisfaction; negative academic emotions was significantly and negatively associated with college students' learning satisfaction; positive academic emotions and self-efficacy partially mediate the relationship between social presence and college students' learning satisfaction; academic emotions and self-efficacy chain mediate the relationship between social presence and college students' learning satisfaction. Copyright © 2025. The Author(s).

Online learning for non-convex penalized support vector machine with convolution smoothing

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Meng K.,He T.,Gai Y.,Lin L.

Database Source: Embase Daily Updates

Journal Title: Neurocomputing

Article Title: Online learning for non-convex penalized support vector machine with convolution smoothing

Year: 2025

Issue:

Volume: 657

Abstract: Support Vector Machine (SVM) is a powerful binary classification tool with high accuracy and robustness. However, its performance may degrade significantly when dealing with large-scale datasets containing many redundant covariates. In this paper, an online SVM that combines convolution smoothing and non-convex penalties is proposed to address the classification problem of large-scale data with sparse structures. In the context of streaming data analysis, an online objective function for penalized convolution SVM is constructed based solely on the current data batch and summary statistics from historical information, thereby reducing memory requirements and enhancing analytical efficiency. An online solution algorithm is also introduced, along with a rolling validation procedure designed for online selection of the penalty parameter. Theoretical results demonstrate that the online estimator is asymptotically normal and maintains estimation efficiency compared to offline methods that process all data at once. Simulation studies are conducted to evaluate the performance of the proposed estimators. Finally, the method is applied to analyze real-world datasets, illustrating its practical effectiveness. Copyright © 2025 Elsevier B.V.

Imbalance of habit-based versus goal-directed learning in internet gaming disorder: evidence from fMRI and behavioral performance

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Zheng H.,Ma X.,Wang M.,Wang Z.,Lu C.,Dong G.-H.

Database Source: Embase Daily Updates

Journal Title: Progress in Neuro-Psychopharmacology and Biological Psychiatry

Article Title: Imbalance of habit-based versus goal-directed learning in internet gaming disorder: evidence from fMRI and behavioral performance

Year: 2025

Issue:

Volume: 142

Abstract: Background: The balance between habit control action and goal-directed action of the instrumental learning processes contributes to the development and maintenance of addictive behavior. However, the neural mechanisms underlying this imbalance in internet gaming disorder (IGD) remain unexplored. Method(s): Functional MRI data were collected from 26 IGD and 28 matched recreational game users (RGU) during a discriminative instrumental learning task. Behavioral performance and task-related brain activation was compared between the IGD and RGU. Correlations between addiction severity (IAT scores) and neural/behavioral measures were analyzed. Result(s): Compared with RGU, the IGD group exhibited poorer behavioral performance, characterized by hyperactivation in the right inferior frontal gyrus, bilateral precuneus, bilateral lingual gyrus, and left precentral gyrus, alongside hypoactivation in the left inferior frontal gyrus. Notably, addictive severity scores negatively correlated with accuracy in the outcome devaluation stage, indicating a reliance on habitual control. Discussion(s): Our findings suggest that IGD is associated with a shift from goal-directed to habit-based control, marked by dysfunctional engagement of prefrontal-striatal circuits. This imbalance may underlie the compulsive gaming behaviors observed in IGD, offering novel insights into its neurocognitive mechanisms. Copyright © 2025 Elsevier Inc.

Dual-channel conduction modulated by digital literacy: examining technology shock awareness and informal digital learning through an AI-enabled human-computer interaction lens

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Sun H.,Tang X.,Jiang Y.

Database Source: Embase Daily Updates

Journal Title: Disability and rehabilitation. Assistive technology

Article Title: Dual-channel conduction modulated by digital literacy: examining technology shock awareness and informal digital learning through an AI-enabled human-computer interaction lens

Year: 2025

Issue:

Volume:

Abstract: OBJECTIVE: This study aims to investigate how technology shock awareness influences college students' informal digital learning in the context of educational technology and AI-enabled human-computer interaction, with particular focus on the mediating roles of technology self-efficacy and online learning engagement, and the moderating effects of digital literacy and gender. MATERIALS AND METHODS: A survey was conducted with 631 valid responses from college students. A structural equation model (SEM) was constructed, supplemented by multi-group analyses, to examine the parallel mediation effects of technology self-efficacy and online learning engagement, as well as moderation by digital literacy and gender. RESULT(S): Technology self-efficacy and online learning engagement significantly enhance informal digital learning, fully mediating the effect of technology shock awareness; online learning engagement exhibits a stronger mediating effect. Digital literacy positively moderates the relationship between online engagement and informal digital learning. Gender moderates the mediating path via online learning engagement, with stronger effects observed in male students. CONCLUSION(S): By integrating AI-enhanced interaction tools, big data analytics, and digital literacy frameworks, this study addresses the gap in digital learning concerning negative perceptions of technology. The findings provide empirical guidance for universities and educational platforms to design assistive, personalised, and adaptive learning environments, leveraging AI and data-driven strategies to reduce technological anxiety and improve informal digital learning outcomes.

Evaluation of Two Online Learning Courses for Evidence-Based Trauma Treatments: TFCBTWeb2.0 and CPTWeb2.0

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: McGuire A.,Glover J.,Smith D.W.

Database Source: Embase Weekly Updates

Journal Title: Cognitive and Behavioral Practice

Article Title: Evaluation of Two Online Learning Courses for Evidence-Based Trauma Treatments: TFCBTWeb2.0 and CPTWeb2.0

Year: 2024

Issue: 4

Volume: 32

Abstract: Web courses for evidence-based treatments (EBTs) are an important component of training models and broader treatment dissemination and implementation. However, there exists limited research on the efficacy of large-scale online training, as most studies exploring these trainings focus on web courses designed for a specific research project. This project explored participation and knowledge acquisition in two large-scale web courses for trauma-focused EBTs: TFCBTWeb2.0 and CPTWeb2.0. Data were extracted for 174,193 TFCBTWeb2.0 learners and 12,024 CPTWeb2.0 learners, including learner characteristics (e.g., degree, years of experience) and knowledge acquisition from course module pre- and posttest scores. Learners demonstrated significant increases in knowledge for all TFCBTWeb2.0 and CPTWeb2.0 modules. Examination of completion status (i.e., started vs. completed the course) indicated that learners who identified as trainees or early career professionals were more likely to complete a web course, compared to those with terminal degrees and 5+ years of experience. Learners who registered for TFCBTWeb2.0 prior to the COVID-19 pandemic also had slightly higher completion rates compared to peri-COVID-19 learners. Taken together, these findings suggest that web courses can be an effective tool for increasing EBT knowledge. Further, completion rates for both web courses suggest the potential importance of system-level factors (e.g., agency/supervisor support) to increase the likelihood of completing these types of trainings. Copyright © 2024 Association for Behavioral and Cognitive Therapies. Published by Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

Integrating machine learning with web-based tools for personalized prognosis in oral adenoid cystic carcinoma

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Alshwayyat S.,Alkhatib M.,Almahariq H.,Alshwayyat M.,Alshwayyat T.A.,Salieti H.A.,Khasawneh L.

Database Source: Embase Weekly Updates

Journal Title: Journal of stomatology, oral and maxillofacial surgery

Article Title: Integrating machine learning with web-based tools for personalized prognosis in oral adenoid cystic carcinoma

Year: 2025

Issue: 5

Volume: 126

Abstract: BACKGROUND: Adenoid cystic carcinoma (ACC) of the oral cavity is a rare head and neck cancer. This rarity contributes to the paucity of comprehensive research on this cancer thereby complicating the development of evidence-based treatment strategies. This study aims to use machine learning (ML) techniques to analyze survival outcomes and optimize treatment approaches of ACC. METHOD(S): The SEER database (2000-2020) was used in this study. Cox regression analysis was used to identify the prognostic variables; prognostic models using five ML algorithms were constructed to predict the 5-year survival rates. A validation method incorporating the area under the curve (AUC) of the receiver operating characteristic (ROC) curve was used to validate the accuracy and reliability of ML models. Also, Kaplan-Meier survival analysis was performed. RESULT(S): This study's sample included 645 patients. The most common primary site for ACC was the hard palate, followed by the cheek mucosa. Survival rates varied across treatment groups, with the highest rates observed in patients who underwent surgery only. ML models revealed that the most significant prognostic factors were age, metastasis, and surgery. CONCLUSION(S): This study contributes evidence and knowledge to the limited literature on ACC and emphasizes the importance of adjuvant radiotherapy. This study highlights that metastasis and age are key prognostic factors. Furthermore, the developed ML-based web tool offers a novel approach for the personalized prognosis of these rare cancer types. Copyright © 2024 Elsevier Masson SAS. All rights reserved.

Work-Related Vocal Challenges of Online Teaching: A Study of Female College Professors

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Calvache C.,Rincon-Pinilla M.P.,Cantor-Cutiva L.C.

Database Source: Embase Weekly Updates

Journal Title: Journal of Voice

Article Title: Work-Related Vocal Challenges of Online Teaching: A Study of Female College Professors

Year: 2025

Issue: 5

Volume: 39

Abstract: Background: College professors are at an elevated risk of developing voice disorders due to increased vocal demands associated with their working conditions, including high background noise levels, long reverberation times, prolonged voice use duration, and large class sizes. However, the impact of online classes on vocal health among college professors remains unclear. Objective(s): This longitudinal study aimed to characterize voice changes associated with online teaching among female Colombian college professors. Method(s): Thirteen female college professors teaching online classes completed an online survey that included questions about voice functioning, working conditions, the Spanish translation of the Vocal Fatigue Index (VFI), and the Spanish translation of the Voice-Related Quality of Life. Instrumental measurements were also performed, including environmental background noise levels, hearing screening, and voice recordings before and after a synchronous online class. Result(s): This study found a decreased fundamental frequency in connected speech (reading) associated with the number of students per class, the number of classes per week, and background noise levels measured with a sound level meter. L1L0 was statistically smaller among experienced teachers with higher background noise levels compared with less-experienced colleagues in quieter classes. 1558kHz was statistically associated with the average number of students, whereas HNR was slightly higher for professors with more students and more classes per week. Conclusion(s): The findings suggest that online teaching has important implications for voice production among participating teachers. This study highlights the importance of considering working conditions during online classes when designing workplace prevention programs for college professors. Copyright © 2023 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

The Adaption to Online Synchronous Teaching and Voice Fatigue: Acoustic and Clinical Data

Sat, 18 Oct 2025 08:20:20 +0000

Author Names: Evgrafova K.,Sokolova N.,Shvalev N.

Database Source: Embase Weekly Updates

Journal Title: Journal of Voice

Article Title: The Adaption to Online Synchronous Teaching and Voice Fatigue: Acoustic and Clinical Data

Year: 2025

Issue: 5

Volume: 39

Abstract: At the onset of the COVID-19 pandemic in 2020, educators around the world suddenly shifted to online teaching. In 2021, we presented research on the impact of this new professional reality on the vocal load of Saint Petersburg State University professors. The online synchronous teaching caused the significant increase in the vocal fatigue in university professors in comparison with the prepandemic studies. We continued our study during the postpandemic semester (winter-spring 2022). The goal of this study was to find out whether adaptation mechanisms during the pandemic period were developed to adjust to the different types of teaching modes. The acoustic and clinical data from the pre/post comparative study are now presented. Copyright © 2023 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Impact of Digital Nutrition Education in Enhancing Diet Quality Among Older Adults in Congregate Meal Program...Food & Nutrition Conference & Expo (FNCE 2025), October 11-14, 2025, Nashville, Tennessee.

Thu, 02 Oct 2025 04:00:00 +0000

Journal of the Academy of Nutrition & Dietetics; 10/02/2025
(AN 188580334); ISSN: 22122672
CINAHL Complete

Some key challenges in providing online professionalism education for medical students and residents.

Wed, 01 Oct 2025 04:00:00 +0000

International Journal of Medical Informatics; 10/01/2025
(AN 185685231); ISSN: 13865056
CINAHL Complete

Digital Dementia Education and Training for Informal Carers: A Scoping Review.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Clinical Nursing (John Wiley & Sons, Inc.); 10/01/2025
Introduction: Dementia education is critical for equipping informal carers with the necessary skills and knowledge to provide effective care. However, delivering comprehensive and accessible education remains challenging, particularly in resource‐limited settings. Digital tools have emerged as innovative solutions to bridge these gaps, yet limited attention has been given to how such interventions are implemented in diverse caregiving contexts. Aim: This scoping review aims to identify, synthesise and critically map the implementation strategies employed in digital education programmes designed for informal carers of people living with dementia. It also explores the contextual challenges and enabling factors associated with adopting and delivering such interventions across different care settings. Method: A scoping review was conducted following the PRISMA‐ScR and JBI guidelines. The study adheres to the PRISMA‐ScR checklist to ensure transparent and comprehensive reporting. Comprehensive searches were performed in eleven databases, covering studies published up to February 2024. Out of 2747 identified records, duplicates were removed and studies were screened based on predefined inclusion criteria. Ultimately, 18 studies were included in the review. Results: The findings revealed three core areas: (a) types of digital tools used, including online platforms, video conferencing, mobile applications and SMS services; (b) educational domains addressed, such as knowledge and skills, psychological support, communication and social interaction, and environmental and technological adaptation; and (c) implementation strategies and outcomes, highlighting personalisation, cultural sensitivity and technological adaptability, which improved knowledge, emotional well‐being and carer self‐efficacy. Based on these findings, a theoretical framework was developed that proposed a progressive model—Foundational, Competency and Growth—that aligns digital tools with carers' evolving needs and caregiving stages. Conclusion: The scoping review demonstrates the potential of digital tools in informal carers' dementia education. To optimise their effectiveness, educational strategies should integrate active, adaptive and culturally tailored approaches, addressing carers' needs at both individual and systemic levels. Future research should explore the scalability, inclusivity and long‐term impact of digital dementia education programmes to enhance carer support and patient outcomes.
(AN 187745700); ISSN: 09621067
CINAHL Complete

The network analysis of learning burnout and sleep quality among medical students during online learning in China.

Wed, 01 Oct 2025 04:00:00 +0000

Psychology, Health & Medicine; 10/01/2025
Previous studies had identified the significant issue of burnout and sleep quality in medical students. However, no studies have explored the interactions between learning burnout and sleep quality on a symptom level. This study used network analysis to explore the interaction and construct the network structure of learning burnout and sleep quality among medical students in China. We recruited 553 medical students to participate in our study. Learning Burnout of Undergraduates and Scale (LBUS) and the Pittsburgh Sleep Quality Index (PSQI) were used to measure learning burnout and sleep quality. Expected influence and bridge expected influence were used to identify the central and bridge symptoms. Results showed 'B9' (Tired of learning) and 'B17' (I want to learn but feel bored with it) had the highest expected influence. 'B12' (I often fall asleep while studying) and 'P_DD' (Daytime dysfunction) had the highest bridge expected influence. Our findings revealed the characteristics of learning burnout and sleep quality in online learning and provided information to further understand the difference in the influence of mental health between online and offline learning.
(AN 188099998); ISSN: 13548506
CINAHL Complete

Optimizing online nursing education leveraging the GUARD system and ONE Guide for enhanced communication and best practices.

Wed, 01 Oct 2025 04:00:00 +0000

Nursing; 10/01/2025
(AN 188124155); ISSN: 03604039
CINAHL Complete

Navigating the Shift: Evaluation of Online Learning on MSW Students' Professional Development in Postpandemic India.

Wed, 01 Oct 2025 04:00:00 +0000

Social Work; 10/01/2025
The COVID-19 pandemic prompted unprecedented public health measures, including lockdowns that forced educational institutions to transition from conventional learning (CL) to online learning (OL). This shift significantly impacted disciplines like social work, which rely heavily on practical and fieldwork experiences. This study aimed to evaluate the impact and effectiveness of OL versus CL for MSW students across 12 states in India. A survey study design was utilized, conducted via online platforms, involving various social work institutes. A total of 391 participants completed the study, providing digital consent. Sociodemographic details and a modified self-assessment questionnaire for OL and CL were used to assess the impact of OL over CL. Results indicated that while MSW students adapted well to new learning technology (referred to in this article as "adaptation of learning new technology" [AT]), both theoretical learning (TL) and practical learning (PL) suffered without adequate direct supervision. Notably, West Bengal students showed the highest adaptability to new learning technologies and performed well in both TL and PL, whereas Karnataka students showed less interest in AT and TL. Kerala students preferred CL, Telangana students leaned toward conventional PL, and Tamil Nadu students showed a strong preference for CL over OL. These findings underscore that, despite the pandemic-driven shift to online platforms, the lack of practical supervision presents a significant challenge for social work education. Addressing this gap is crucial to maintaining the quality and effectiveness of training in the digital era.
(AN 188154879); ISSN: 00378046
CINAHL Complete

An Artificial Intelligence‐Enabled Group Cognitive Diagnosis Approach With the Goal of Promoting Online Collaborative Learning.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: Online collaborative learning has been broadly applied in the field of higher education. Nevertheless, not all types of collaborative learning can produce the desired learning results. Objectives: To facilitate online collaborative learning, the present study proposed an innovative artificial intelligence‐enabled group cognitive diagnosis approach with the goal of improving online collaborative learning. Methods: A total of 135 college students was included in the current study and divided into 45 groups. A total of 15 groups consisting of 45 students used the group cognitive diagnosis approach. An additional 15 groups were assigned to the group knowledge graph approach, while the remaining 15 groups were assigned to the traditional online collaborative learning approach. Results and Conclusions: The findings of this research indicated that the group cognitive diagnosis approach had more significant and positive impacts on collaborative learning performance, knowledge elaboration, and higher‐order cognitive engagement than did the group knowledge graph and traditional online collaborative learning approaches. Implications: The current study deepens our understanding of group cognition and the corresponding complex interactions and provides a new method for improving online collaborative learning.
(AN 188234211); ISSN: 02664909
CINAHL Complete

Assessing Educational Leaders' Perceptions of Virtual Intercultural Interactions in Digital Learning Environments: Development, Network Analysis and Validation of the Virtual Intercultural Interactions Scale Through a Technology‐Driven Approach.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: As educational institutions increasingly operate as multicultural hubs, leaders must navigate the complexities of cultural differences, language barriers and diverse learning styles in digital environments. These challenges are amplified by the lack of non‐verbal cues and the asynchronous nature of online communication, which can lead to misunderstandings and reduced collaboration. At the same time, emerging technologies such as artificial intelligence, virtual reality and social media offer unprecedented opportunities to bridge these gaps, enabling more effective and inclusive intercultural interactions. In regions like Saudi Arabia, where Vision 2030 emphasises internationalisation and multiculturalism in higher education, the need for tools to assess and enhance virtual intercultural competencies is particularly urgent. Addressing this need is essential for fostering inclusive learning environments, driving academic innovation and preparing educational systems for the demands of a globalised world. Objectives: This study aimed to develop and validate the Virtual Intercultural Interactions Scale (VIIS) to assess educational leaders' intercultural competencies in virtual environments. It seeks to identify key dimensions of virtual intercultural interactions, evaluate the scale's psychometric properties and explore the role of technology in enhancing intercultural understanding. Additionally, the study provides actionable insights for improving intercultural competencies in digital learning environments and establishes a theoretical framework integrating intercultural communication, diversity management and educational technology. Methods: This exploratory mixed‐method study, conducted in 2024, designed and evaluated the psychometric properties of the VIIS among 600 university managers in Saudi Arabia. The study involved a qualitative phase, including interviews and a literature review, for item generation, followed by a quantitative phase to assess the scale's psychometric properties, such as validity and reliability. Additionally, the study employed Exploratory Graph Analysis (EGA) from a network perspective to further examine the construct's structure and ensure its robustness. This comprehensive approach ensured the development of a reliable and valid tool to assess virtual intercultural interactions in educational leadership. Results and Conclusions: The results identified six key factors: Intercultural Dialogue, Intercultural Understanding and Cooperation, Acceptance of Cultural Diversity, Experiences and Emotions, Cultural Challenges and Cultural Learning and Development. These factors collectively explained 60.9% of the total variance of the VIIS, demonstrating its robust structural stability and suitability for assessing virtual intercultural interactions. The findings indicated that the VIIS provides a reliable tool for shaping educational policies and practices in multicultural settings like Saudi Arabia and holds potential for broader application across diverse cultural and geographical contexts. Additionally, this scale is handy for designing professional development programs and training initiatives for educational leaders, focusing on enhancing intercultural competencies through advanced technologies such as artificial intelligence, virtual reality and digital communication tools.
(AN 188234221); ISSN: 02664909
CINAHL Complete

Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: While a substantial number of studies have investigated English‐as‐a‐foreign‐language (EFL/L2 English) anxiety, they predominantly examined it from a unidimensional perspective, overlooking the potential insights offered by examining language‐skill‐specific L2 anxiety from a multidimensional lens. Moreover, prior research has overlooked the influence of shifts in learning environments on L2 anxiety, particularly the transition from traditional face‐to‐face classroom instruction to technology‐mediated synchronous online language learning. Objective: Against this background, this study, drawing on the tripartite model of L2 anxiety, examined the differences in EFL college students' self‐perceived L2 speaking anxiety across the cognitive, somatic and behavioural dimensions under both traditional classroom‐based learning and synchronous online learning conditions. Method: A total of 153 Chinese EFL learners from two universities voluntarily participated in the study. Data were collected using an adapted L2 speaking anxiety scale (22 items). Confirmatory factor analysis and Cronbach's alpha test were conducted to confirm the construct validity and reliability of the scale. Subsequently, linear mixed‐effects modelling (LMM) was performed to examine the influence of fixed (traditional classroom vs. synchronous online learning) and random effects (individual differences) on L2 speaking anxiety. Results and Conclusion: The results revealed that learners' L2 speaking anxiety was significantly lower in the synchronous online learning context than in the traditional classroom setting. Specifically, students experienced less cognitive and somatic anxiety when speaking English in the synchronous online learning environment. However, no significant difference was observed in the behavioural dimension of their L2 speaking anxiety across the two learning conditions. Overall, synchronous online learning appears to offer potential benefits in alleviating learners' L2 speaking anxiety. The study concludes with pedagogical implications for teachers in terms of how to design learning environments to effectively mitigate learners' L2 speaking anxiety.
(AN 188234213); ISSN: 02664909
CINAHL Complete

Effects of Mobile‐Assisted Language Learning (MALL)‐Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background Study: In the field of English as a foreign language education, receptive skills such as listening and reading play a vital role in learners' academic success and professional development. These skills not only improve language comprehension but also facilitate language production. Objectives: Therefore, the primary objective of this study was to investigate the general and specific effects of Mobile‐Assisted Language Learning (MALL)‐delivered explicit Metacognitive Intervention (MI) on Chinese undergraduate students' receptive skills in listening and reading, as well as their metacognitive awareness of this intervention. Methods: A semester‐long quasi‐experimental research design was employed. Sixty‐two out of the 75 intermediate‐level Chinese college students majoring in International Business, who studied English as one of their university courses, participated in the study. They were from two intact classes with relatively homogeneous English proficiency at the intermediate level, as determined by a CET‐4 pre‐test and aligned with the Common European Framework of Reference (CEFR B1). The experimental group (n = 30) received MALL‐delivered explicit MI, while the control group (n = 32) was taught using the MALL‐delivered conventional instructional approach. Instruments used for data collection included the CET‐4, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Metacognitive Awareness Reading Strategies Inventory (MARSI). Results: After applying the Holm‐Bonferroni correction for multiple comparisons, the experimental group demonstrated statistically significant improvements in overall listening and reading performance, including the Short News and Passage sections in listening, as well as all major dimensions of metacognitive awareness except Mental Translation. Furthermore, the group significantly outperformed the control group in overall reading post‐test scores. Conclusions: MALL‐delivered explicit MI demonstrates potential as an effective approach for enhancing students' receptive skills, particularly in reading, and for significantly improving their metacognitive awareness of listening and reading strategies. The statistically post‐intervention gains, observed even after applying Holm–Bonferroni correction, underscore the pedagogical potential of integrating mobile technologies with strategy‐based instruction. These findings suggest that educators should adopt MALL‐delivered explicit MI to empower students to actively shape their learning experiences.
(AN 188234222); ISSN: 02664909
CINAHL Complete

Leveraging Machine Learning Approach to Identify the Predictors of Informal Digital Learning of English Behaviours Among EFL Learners.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background Study: With the rapid transition to remote learning necessitated by the closure of traditional educational infrastructures globally, the arena of informal digital learning of English (IDLE) has received much attention, particularly among English as a Foreign Language (EFL) learners in China. Objective: This study explores how demographic variables (gender, age, grade, major, and background) along with confidence, desire, online self‐efficacy, attitudinal belief, and intention to learn English predict IDLE behaviours among EFL learners in IDLE contexts. Methods: Utilising a comprehensive dataset, the research incorporates machine learning algorithms (e.g., Random Forest, Support Vector Machine, Logistic Regression, Decision Tree, Gradient Boosting Decision Tree and Adaptive Boosting (AdaBoost)) to analyse psychological, behavioural and demographic predictors of IDLE behaviours. Participants included 2, 055 EFL learners in China. Results: The study finds that EFL learners' confidence, desire, online self‐efficacy, attitudinal belief, intention to learn English and IDLE behaviours display a moderate level. Moreover, confidence and desire act as the strongest predictors of IDLE behaviours, whereas demographic variables (gender, age, grade, major and background) predict the minimum of IDLE behaviours. Conclusion: By understanding these predictors, educational strategies can be better tailored to enhance digital education outcomes.
(AN 188234209); ISSN: 02664909
CINAHL Complete

Empowering the elderly in the information society: Redefining digital education for Polish seniors in the age of rapid technological change.

Wed, 01 Oct 2025 04:00:00 +0000

Educational Gerontology; 10/01/2025
Rapid, continuous, and irreversible technological advancements are reshaping how individuals navigate the information society. The growing range and capabilities of different pieces of software and e-services call for a deeper examination of the relationship between users' needs and the opportunities presented by access to cyberspace. Redefining the framework of digital and media competences in the light of real-world e-services has become essential, particularly in promoting digital inclusion for older adults. The research conducted in Poland in the first half of 2024 explores how older adults engage with digital technologies across multiple life domains. Based on a qualitative study conducted with Polish trainers and potential educators of older adults, nine key categories were identified: daily tasks, finances, education, work and professional development, social relationships, health, leisure and hobbies, civic engagement, and religion. Each of these categories is linked to specific websites that can greatly improve the quality of life for older adults and should be integrated into digital inclusion programs.
(AN 188316726); ISSN: 03601277
CINAHL Complete

Distance learning on breastfeeding for residents in pediatrics.

Wed, 01 Oct 2025 04:00:00 +0000

European Journal of Pediatrics; 10/01/2025
(AN 188303184); ISSN: 03406199
CINAHL Complete

Athletic Trainers' Perceived Behavior Changes After Web-Based Continuing Education on Clinical Documentation: A 6-Month Follow-Up Investigation.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Athletic Training-Education & Practice; 10/01/2025
Web-based continuing education (CE) is effective for increasing knowledge and confidence related to athletic training clinical documentation, but long-term behavior change is unknown. To examine athletic trainers' (ATs') perceived effectiveness of and behavior change from clinical documentation CE modules 6 months after completing them. Consensual qualitative research. Web-based audio interviews. Twenty-six ATs averaging 36.8 ± 9.3 years of age, including 15 women and 11 men representing 20 US states and 7 clinical practice settings. We recruited participants who completed a Web-based CE module specific to clinical documentation 6 months before this study. We interviewed participants to obtain updated perspectives of their experiences completing the CE modules and any self-reported behavior change that occurred since the initial learning experience. We used the consensual qualitative research approach to inductively analyze the interviews using 3 internal rotating auditors. In this study, we included data source and multianalyst triangulation to improve trustworthiness. We identified 4 domains from the data: behavior changes, value of the course, future needs, and ongoing barriers. (1) Behavior changes included enhanced electronic medical record (EMR) use, timely and diligent documentation habits, more secure communication procedures, and enhanced consistency and staff onboarding procedures. (2) Participants discussed the value of the CE activities in 3 supporting categories, including detailing key content, general benefits, and resources obtained from the modules. (3) Participants identified future needs for documentation, including annual refreshers, various formats, and setting-specific examples. (4) Ongoing barriers affecting participants' clinical documentation behaviors included lack of time, technology, staff, and financial resources. Athletic trainers self-reported improved clinical documentation behaviors 6 months after completion of the CE opportunity. Participants discussed increased EMR use and timely and thorough documentation after the CE activities, which suggests CE opportunities may help address profession-wide challenges previously identified in the literature.
(AN 188594254); ISSN: 30671833
CINAHL Complete

Cultural Knowledge in the Digital Space: Aboriginal Elders Guiding Online Dementia Education.

Wed, 01 Oct 2025 04:00:00 +0000

Australian Journal of Dementia Care; 10/01/2025
(AN 188662148); ISSN: 20496893
CINAHL Complete

Effectiveness of an Online Health Education Program for Pediatric Lower Urinary Tract Symptoms.

Wed, 01 Oct 2025 04:00:00 +0000

Urology; 10/01/2025
(AN 188709942); ISSN: 00904295
CINAHL Complete

Delphi study on evidence-based CKD prevention strategies for nurses in resource-limited settings: focus on e-learning implementation.

Fri, 26 Sep 2025 04:00:00 +0000

BMC Nephrology; 09/26/2025
(AN 188315401); ISSN: 14712369
CINAHL Complete

Psychometric evaluation of the Online Education Student Satisfaction Scale: a translation and validation study among Chinese nursing students.

Fri, 26 Sep 2025 04:00:00 +0000

BMC Nursing; 09/26/2025
Objective: To translate the Online Education Student Satisfaction Scale and evaluate its reliability and validity among Chinese nursing students. Background: As online education continues to expand rapidly, understanding student satisfaction is essential for improving educational quality. However, there is a notable lack of assessment tools specifically designed to evaluate the satisfaction of nursing students in online learning environments in China. Design: A cross-sectional study design. Method: The Chinese version of OESSS adopted Brislin's translation model and conducted expert consultations to validate the face validity and testing of the translation version. Reliability and validity were tested using exploratory factor analysis, confirmatory factor analysis, and internal consistency reliability. Results: The Chinese version of the 28-item scale demonstrated good psychometric properties. Exploratory factor analysis identified five factors, accounting for 66.623% of the total variance. Confirmatory factor analysis showed excellent fit indices: CMIN/DF = 1.185, RMSEA = 0.025, NFI = 0.917, IFI = 0.986, TLI = 0.984, and CFI = 0.986. Reliability measures were also robust, with a total Cronbach's α coefficient of 0.918, McDonald's Omega of 0.910, and test–retest reliability of 0.916. Conclusion: The Chinese version of Online Education Student Satisfaction Scale (C-OESSS) exhibits strong psychometric properties and is well-suited for measuring online education satisfaction among nursing students in China. Clinical trial number: Not applicable.
(AN 188316906); ISSN: 14726955
CINAHL Complete

Effects of a digital visual art learning intervention in healthy older adults: a pilot randomized controlled trial.

Thu, 18 Sep 2025 04:00:00 +0000

Frontiers in Aging; 09/18/2025
(AN 188070735); ISSN: 26736217
CINAHL Complete

Comparing Insomnia and Perceived Stress in Online vs. Frontal Learning: Psychometric Evaluation in a Health Sciences Cohort.

Mon, 15 Sep 2025 04:00:00 +0000

Healthcare (2227-9032); 09/15/2025
(AN 188325995); ISSN: 22279032
CINAHL Complete

Nursing Students' Experiences With Distance Learning During the COVID‐19 Pandemic: A Qualitative Analysis.

Mon, 08 Sep 2025 04:00:00 +0000

Nursing Forum; 09/08/2025
Background: The COVID‐19 pandemic has disrupted educational systems worldwide, including higher education systems. In response to the public health crisis, many universities had to transition to online learning platforms to ensure the safety of students and faculty members. This study aims to explore and describe in depth how nursing students experienced distance learning during the COVID‐19 pandemic. Methods: A conventional content analysis design was employed. Using purposive sampling, 24 nursing students were recruited and interviewed in depth via semistructured interviews. The data were analyzed via Zhang and Wildemuth's (2009) content analysis until the data saturation point was reached. Results: The following five main themes emerged: (1) a chaotic educational environment; (2) a lack of active interaction and engagement; (3) students' unfamiliarity with academic skills and behaviors; (4) unripe virtual evaluation; and (5) self‐management of learning. Conclusion: The findings highlight that improving technology infrastructure, training faculty in virtual pedagogy, and fostering active engagement in online environments are critical to enhancing nursing education. Policymakers must prioritize equitable access to digital tools, particularly for students in rural or low‐income settings, to ensure inclusive learning opportunities.
(AN 187819371); ISSN: 00296473
CINAHL Complete

62330 UtahDERM: Geographical Preference Utilizing a Digital Dermatology Education Project and Areas for Outreach.

Tue, 02 Sep 2025 04:00:00 +0000

Journal of the American Academy of Dermatology; 09/02/2025
(AN 186505874); ISSN: 01909622
CINAHL Complete

Strategies to improve student engagement in online nursing education: A systematic review.

Mon, 01 Sep 2025 04:00:00 +0000

Nurse Education Today; 09/01/2025
The science of nursing education is shifting from comparisons of online and in-person modalities toward development and testing of online instructional strategies to optimize student learning. We conducted a systematic review (1) to identify instructional strategies designed to improve student engagement in online nursing education and (2) to evaluate the impact of instructional strategies on specific domains of nursing student engagement and learning outcomes. We searched Web of Science, PubMed, Embase, and the Cumulative Index of Nursing and Allied Health Literature for search terms that aligned with our population, intervention, and outcomes of interest. We applied the concept of student engagement by Jennifer A. Fredricks and colleagues to guide inclusion and exclusion criteria, data extraction, and synthesis. Our search yielded 4847 articles, of which 8 met inclusion criteria and were included in this systematic review. Instructional strategies varied widely across studies and included game-based learning, case-based learning, novel instructor-to-student communication methods, and course redesign. Compared to traditional online strategies, game- and case-based approaches were associated with improvements in behavioral, emotional, and cognitive engagement and learning outcomes. Participant sociodemographic were underreported across all studies. Our findings provide early support for the use of game-based learning or gamification elements and case-based learning to improve student engagement and subsequent learning outcomes. Future research on student engagement in online nursing education should evaluate the effects of different educational levels, incorporation of virtual reality, and report participants' sociodemographic data to examine subgroup effectiveness. • New studies test approaches to promote student engagement in online nursing courses • Game- and case-based instruction may improve student engagement and learning • Future research should test whether strategies are effective in student subgroups
(AN 185780112); ISSN: 02606917
CINAHL Complete

Evaluation of a real-world implemented web-based patient education tool for dyspeptic patients: a longitudinal survey study.

Mon, 01 Sep 2025 04:00:00 +0000

Patient Education & Counseling; 09/01/2025
(AN 186454402); ISSN: 07383991
CINAHL Complete

Online continuous learning of users suicidal risk on social media.

Mon, 01 Sep 2025 04:00:00 +0000

Artificial Intelligence in Medicine; 09/01/2025
(AN 186496131); ISSN: 09333657
CINAHL Complete

Early literacy going digital: Interweaving formal and informal literacy learning through digital media.

Mon, 01 Sep 2025 04:00:00 +0000

Journal of Early Childhood Literacy; 09/01/2025
The proliferation and strong presence of new media in young children's lives have oriented early childhood research and practice towards the concept of digital literacy, now being an important part of ECE policy and practice worldwide. Children join formal education with a rich repertoire of multimedia, multimodal and digital practices, shaped outside schools, at their home and broader social milieu. Related literature acknowledges a strong relationship between digital media and children's literacy development. However, little is known about the actual experiences when this relationship is forged. During the interplay with digital and non-digital media and resources, it is interesting to illustrate the connections in literacy gained through different contexts. The DIGILIT Kids project aimed at exploring the literacy practices of preschool children in digital environments. To this end, our research team conducted qualitative research, interviewing parents, preschool educators and children, while, in parallel, observing children's media use with different digital devices, during their school time and collecting their written and electronic works, before and during the research process. The research context was a public kindergarten classroom in Thessaloniki, Greece, with 20 children. Our findings are summarized in this paper through three children's cases, presented as profiles, representing, to a satisfactory degree, recurrent themes from our whole dataset. The three profiles depict different levels of digital and traditional literacy manifested through children's practices. Our discussion highlights aspects of the complex relationship of digital media and literacy, as well as the need to bridge the gap between formal and informal ways of literacy learning.
(AN 187022795); ISSN: 14687984
CINAHL Complete

Beyond Passive Learning: Artificial Intelligence–Driven Spaced Repetition Learning and Digital Tools in Oral and Maxillofacial Surgery Residency.

Mon, 01 Sep 2025 04:00:00 +0000

Journal of Oral & Maxillofacial Surgery (02782391); 09/01/2025
(AN 187263681); ISSN: 02782391
CINAHL Complete

Development of EPUAP pressure ulcer e-Learning to improve knowledge in pressure ulcer/injury management.

Mon, 01 Sep 2025 04:00:00 +0000

Journal of Wound Care; 09/01/2025
Education for health professionals has changed significantly over the last decade due to technological advancements, the increased demand for remote education and computerisation, as well as due to the potential likelihood of remote teaching in the event of future major emergencies (e.g. a pandemic). The European Pressure Ulcer Advisory Panel (EPUAP) Education Committee, having recently issued the EPUAP Pressure Ulcer Curriculum, has decided to develop a living educational resource. This article presents the process of preparation and development of one of the EPUAP Pressure Ulcer Curriculum modules to facilitate the orientation and planning of the content and individual components of e-Learning. A module on the epidemiology of pressure ulcers/injuries has been piloted and provides materials in the context of what to teach as well as tailored guidelines on how to teach e-Learning. This paper demonstrates the capability of e-Learning in pressure ulcers/injuries management and education to improve performance and efficiency. Based on this work, the creation of e-Learning for all modules is the goal for further activities of the EPUAP Education Committee and its work group.
(AN 187752539); ISSN: 09690700
CINAHL Complete

Posters--Supporting Sexual Health for People Living with Dementia in Long-Term Care: Building Confidence Through E-Learning...44th Annual Scientific Meeting of the Canadian Geriatrics Society, May 29–31 2025; Toronto, Ontario.

Mon, 01 Sep 2025 04:00:00 +0000

Canadian Geriatrics Journal; 09/01/2025
(AN 187723158); ISSN: 19258348
CINAHL Complete